Director Of School Research Articles

Framework of anti‐racist school counseling competencies: A Delphi study

AbstractThe current sociopolitical climate of the United States has heightened awareness around the need for school counselors to engage in anti‐racist practices in order to address racism within schools; however, there is a lack of guidance around anti‐racist counseling competency. The purpose of this Delphi research study was to develop an initial list of empirically based anti‐racist school counseling competencies to support school counseling professionals. An expert panel of school counselors, directors, and counselor educators reached a consensus on 180 items across 5 categories including specific aspects of awareness, attitudes, knowledge, characteristics, and behaviors needed to dismantle racism and promote equity in schools. Considerations for school counselors, supervisors, and counselor educators are discussed.

Contributors

Yenn Leeis a senior lecturer in research methodology and deputy director of the Doctoral School at SOAS University of London in the UK. She is a widely published researcher on the sociology of digital media and social justice, with a special interest in the Asia–Pacific region.Iris Limis a PhD candidate and advisory board member of the SOAS Journal of Postgraduate Research at SOAS, University of London. Her research looks at migrant experiences of digital governance in London and Seoul.Anubha Singhis a PhD student at the School of Information and

YULII MYKOLAIOVYCH YATCHENKO (1928–2020). MEMORIES OF THE ARTIST [publication of the document

Abstract. The article is a publication of the memories of Yulii Mykolaiovych Yatchenko, a Ukrainian painter, graduate of the Kyiv State Art Institute (KSAI), student of S. Hryhoriev, M. Sharonov, H. Melikhov, and K. Ieleva. Yulii Yatchenko dedicated almost his entire life to pedagogical and organizational work: Director of the Republican Art Secondary School named after T.H. Shevchenko, Professor of the Department of Drawing and Vice-Rector for scientific work of the KSAI, as well as he headed the Directorate of Art Exhibitions of the Ministry of Culture of the USSR. The manuscript work «Memories of the Artist» of Yulii Mykolaiovych Yatchenko was prepared by him for printing in 2014. The manuscript contains two parts: «Memories of the Artist. The Story» and «Work on the Images of Princes and Kings». Now the first part is published, in which the author recalls both his training at the KSAI (now — «the NAFAA») and the methods of work and education of the teachers; describes moments of the creative process over the painting «With the Dream of Peace. Rescuing Works of Dresden Art Gallery by Soviet Troops in 1945» (1959) and other major paintings; revives in memories trips to Dresden and communication with the management of the Dresden Gallery, visits of the Ukrainian delegation for culture to Portugal, creative trips to Lithuania and Latvia, stay in Sedniv and Kanev; as if relives the pleasant moments associated with personal exhibitions in the halls of the National Academy of Fine Arts and Architecture. Yulii Yatchenko also draws attention to the issues of pedagogy, drawing teaching methods, reflects on the needs of creative youth. Finally, the author dives into his childhood memories, verbally describing his family and his ancestors. The feature of «Memories of the Artist» of Yulii Yatchenko is the absence of a rigid chronology and informality of presentation; the artist wrote down his own memories in the sequence in which they surfaced in his memory. After reading the «Memories», there is a feeling of personal communication with Yulii Mykolaiovych Yatchenko. The publication is a unique original testimony of the artist, a representative of that generation, whose creative path began in the difficult postwar period, in times of severe ideological constraints. The material of his memories is useful for teachers, graduate and undergraduate students, as well as connoisseurs of art in general and the creativity of Yulii Mykolaiovych Yatchenko in particular.

A nationwide survey on clinical neurophysiology education in Italian schools of specialization in neurology

IntroductionClinical neurophysiology deals with nervous system functions assessed with electrophysiological and ultrasound-based imaging techniques. Even though the need for highly specialized neurophysiologists has increased, residency training rarely takes today’s requirements into account. This study aimed to snapshot the neurophysiological training provided by Italian specialization schools in neurology.MethodsA single-page web-based survey comprising 13 multiple-choice categorical and interval scale questions was sent via e-mail to neurology specialization school directors. The survey addressed the programs’ structural neurophysiology organization, time dedicated to each clinical neurophysiology subspecialty, and descriptors assessing the discipline’s importance (e.g., residents who attempted residential courses, gained certifications, or awards gained).ResultsThe most studied neurophysiological techniques were electroencephalography (EEG) and electromyography (EMG). Most specialization schools devoted less than 3 months each to multimodal evoked potentials (EPs), ultrasound sonography (US), and intra-operative monitoring. Of the 35 specialization schools surveyed, 77.1% reported that four students, or fewer, participated in the Italian Society of Clinical Neurophysiology Examination in Neurophysiology. Of the 35 specialization centers surveyed, 11.4% declared that the final evaluation required students to discuss a neurophysiological test.DiscussionOur survey underlined the poorly standardized technical requirements in postgraduate neurology specialization schools, wide variability among training programs, and limited training on multi-modal evoked potentials, intraoperative monitoring, and sonography. These findings underline the need to reappraise and improve educational and training standards for clinical neurophysiology during postgraduate specialization schools in neurology with an international perspective.

2021/40 School director and loss of right to leave due to non-fulfilment of duties (RO)

2021/40 School director and loss of right to leave due to non-fulfilment of duties (RO)

Relationships Among Band Festival Ratings, Director Gender, and Other Selected Factors

The purpose of this study was to examine relationships among high school band festival ratings and director gender as well as school locale, school size, student socioeconomic status (SES), student race, repertoire difficulty, and ensemble name. Data included overall ratings of bands ( N = 257) that performed at District Concert Assessments held across the state of Virginia during 2019 as well as demographic information from the National Center for Education Statistics. Statistical analysis of a subset of these performances ( n = 151) revealed a statistically significant association between ratings and director gender, with male-directed ensembles more likely to receive a “I” rating than female-directed ensembles. However, hierarchical logistic regression revealed that repertoire difficulty and ensemble name were the best predictors of whether an ensemble would receive a “I” rating. Implications include the need to examine why female band directors may choose less difficult repertoire than male directors and to explore strategies for making the secondary band teaching profession more equitable and inclusive.

How to Pay your Students to Go to School: Student-run record labels and the creative pedagogue

The author examines a federally funded internship program he organized while serving as the director of the High School for Recording Arts Los Angeles program. The school paid students to operate their own record label. Under the American Workforce Innovation and Opportunity Act, approved organizations provide paid, for-credit internships to young people who meet the definition of opportunity youth. Through this partnership, students learned real-world skills, gained hands-on experience, and built their resumes. The author experienced a shift in his professional praxis from school leader to creative pedagogue. During the internship, the school experienced increased student attendance and enrolment, suggesting the paid internship resulted in increased opportunities for student learning. The author covers similar opportunities across the US and Canada.

Editorial introductions

Editorial introductions

Improving Medical Student Recruitment into Plastic Surgery: A Survey of Orphaned Medical Students

This study was undertaken to measure the concerns of students whose medical schools do not have a plastic surgery training program to help educators better understand their perspectives. This is essential to improve plastic surgery education for almost 50% of students in the United States at institutions without a residency program. An anonymous survey was distributed to the clerkship directors of the applicable medical schools. They were then asked to forward this survey to their student body. The survey was divided as follows: demographics; exposure to plastic surgery; mentorship; suggestions for improvement; perceived impact on matching. We received 265 responses from 16 unique institutions. About 38% consider themselves underrepresented in medicine. The most common initial professional exposure to plastic surgery was shadowing (20%). About 10% reported exposure to plastic surgery in their school curriculum. About 51% reported having no professional exposure to plastic surgery. About 89% did not identify a mentor. All students applying to away rotations reported difficulties facilitating these sub-internships. About 64% felt extremely concerned about matching. Students from schools without plastic surgery training programs are at a disadvantage. The academic community needs to support these students to achieve a more diverse field. All students should be given an introduction to plastic surgery as part of their curriculum, and they should be encouraged to explore a career in plastic surgery as a realistic option. If 1 perceives themselves as non-competitive due to institutional shortcomings, this will translate into a non-competitive applicant and discourage our specialty's serious pursuit by almost half the country's medical students.

EVALUASI PROGRAM REMEDIAL MENGGUNAKAN MODEL CONTEXT, INPUT, PROCESS, PRODUCT PADA PEMBELAJARAN FISIKA

This research aims to present the evaluation result of a remedial program using the Context, Input, Process, Product (CIPP) model based on Technical Guidance by High School Directorate year 2010 in Physics Study in SMAN 1 Sekadau Hulu. This study is evaluative research with a descriptive quantitative approach. The data collection techniques used are by employing a questionnaire to the students of the MIA (Mathematics and Natural Sciences) Program, interviews with the school principal, deputy head of curriculum, and one teacher of Physics, as well as documentation. The research data analysis is through steps such as data reduction, data presentation, and conclusions. The data validation techniques used are the source and technique triangulation. The findings showed that (1) context evaluation carried out results in a percentage of 74.73%, categorized as sufficient. (2) Input evaluation carried out results in a rate of 56.88%, classified as low. (3) Process evaluation conducted results in a value of 74.07%, categorized as sufficient. (4) Product evaluation administered results in a percentage of 78.70%, categorized as high. The overall score of assessment on the remedial program in Physic instructions using CIPP evaluation is 71,09% with a category corresponding to the technical guidelines for the remedial program by the directorate of high school development year 2010. Therefore, this research is expected to contribute to improvements in remedial programs as a continuous effort in improving the quality of education programs.Keywords: CIPP Model, Evaluation, Remedial Program

Elements of the teacher development system in learning management according to the concept of Education 4.0

The purpose of this study was to study the elements of the teacher development system in learning management according to the concept of Education 4.0 with a professional learning community process in secondary schools under the Office of the Basic Education Commission by studying the components of the teacher development system in learning management according to the concept of education 4.0 with a professional learning community process from 7 experts, consisting of 1) two people in higher education administration, 2) one person who has a stake in learning management, 3) two school directors, and 4) two teaching specialist teachers. The sample group was obtained by using a specific selection method using the teacher development system component assessment in learning management according to the concept of education 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, which is a 5-level rating scale. System Components Teacher development in learning management According to the educational model 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, there are 4 main components, 13 subcomponents, namely; 1) The inputs consist of (1) executives, (2) learning management courses, (3) teachers, (4) resources that support learning management. 2) The process consists of (1) Identifying challenging problems, (2) Concept finding stage, (3) Planning and development stage, (4) Testing and evaluation stage, (5) Presenting results to society. 3) Productivity consists of (1) Teachers have knowledge and understanding of learning management, (2) Teachers are competent in learning management. 4) feedback, which consists of (1) reporting on results and (2) improvements, corrections, and developments. And, the experts assess the suitability of the elements at a high and highest level and have consistent opinions on all components..

ПРОФЕССИОНАЛЬНАЯ КОМПЕТЕНТНОСТЬ БУДУЩИХ МЕНЕДЖЕРОВ ОБРАЗОВАНИЯ

This article presents the results of a study of the development of professional competence of future education managers. The relevance of the problem under study lies in the demand for education managers in educational institutions. The personal and behavioral characteristics of future managers were studied using the SAMOAL test-questionnaire for diagnosing self-actualization of personality. The formation of the main professional competencies was determined by expert assessments of employers - school directors with many years of experience.

Identity-related attitude in the child development centres for protecting educational asylum of early childhoods: From rural communities to schooling cities

The global identities of parents’ popularity in rural communities to make-decision effects of their attitudes to transfer their Early Childhood from Child Development Centres and Local Primary School for moving study into the schooling cities that looks like children’ asylum of their educational conditions, problems, administration’ school directors, teachers, and schools’ environments to protect that described. The involving CDCs’ perceptions got using the 25-item My CDC Identity Inventory (MCDCII) in five scales, three options. Teacher and Caregiver-Early Childhood interactions have assessed with the 30-item Questionnaires on Teacher Identity Interaction (QTII) in five scales on five options. The 10-item Local Identity-Related Attitude (LIRA) has been associated with a sample of 300 children’s parents, teachers, and caregivers. The determination of efficient predictive value (R2) shows that 30% of accepted the identities on cohesiveness, competitiveness, physical indoor and outdoor environmental development, satisfaction, and strong-sense identity. 74% of their CDCs can protect the educational asylum of early childhoods from rural communities. The R2 value shows 49% of the variance in children’s parents’ perceptions was because of the MCDCII have associated. Despite Thailand’s success in expanding educational access, new empirical evidence suggests that much more needs to be done to maximize the potential of its students. The performance gaps among schools have disadvantaged and poorer-performing students have concentrated in small rural village schools. The Thai pre-primary school system is dramatically lacking in qualified the CDCs’ learning environments and achievements, and teachers. It allocated small rural schools teachers with lower qualifications and teaching experience.

Early Christian Readings of Genesis One: Patristic Exegesis and Literal Interpretation

Early Christian Readings of Genesis One: Patristic Exegesis and Literal Interpretation

Comparing Practice Between Working Standard and Personal Working Standard of Teachers Who Are Certified by Attending Professional Teacher Knowledge Standard Workshop

The purposes of this research are to compare the practice between working standard and personal working standard of teachers who are certified by attending professional teacher knowledge standard workshop held by the teachers’ council who are different in gender, age, ways of knowledge certified and teaching according to/not according to educational certificate background. The samples are 246 research participants certified by attending professional teacher knowledge standard workshop of the teacher’s council: Developmental division of the Faculty of Education, Mahasarakham University. Sampling operated by using Multi-Stage Random Sampling. Teachers’ data collection are self-evaluation and with school directors also as informers. Research instrument are piloted quality inspected questionnaire indicated by Item Total Correlation and Reliability of Cronbach. Data are analyzed by using X, s.d., t-test: independent samples, One way ANOVA, and multiple comparison of Scheffe. The research found that:
 
 1) Overall, the female teachers who have been certified by attending professional teacher knowledge standard workshop of the teacher’s council follow teaching standard in the academic activities facets on professional teacher’s development and self-practice standard and ethic is higher than male teachers with statistically significant at the .05 level.
 
 2) Teachers who with age differences follow the standard of being a good role model for the students. They work cooperatively with others in the community creatively. Personal practice standard about ethic to society is different with statistically significant at the .05 level. 
 
 3) Teachers who have been certified by attending professional teacher knowledge standard workshop of the teacher’s council foster on teacher professional development and immensely develop the students to their full potential more than transferring method with statistically significant at the .05 level.
 
 4) Teachers who teach according to educational certificate background practice according to the standard professional teacher on designing learning activities with the students in mind. They thrive so as to make every opportunity to be for learning. They also have higher ethic than teachers who are not teaching according to their educational certificate background with statistically significant at the .05 level.

Supplementary professional education in Russia: key needs of teachers and headmasters

This article explores the results of the research which was held in January, 2021 among teachers and heads of educational organizations in Russia. The major problems, which can be solved by additional education, that were indicated by teachers: “increase the effectiveness of work” and “increase the quality of education”. From the chiefs’ of educational organizations points of view, the main problems of teachers are: “ensuring the quality of education” and “professional growth of school teachers”. In this article, the mechanisms and the destinations of adjustments the providers’ of additional education are shown marketing and communication strategies. The experience of the organization of personalized education in the case of implanting an innovative model of hub of additional education for children and adults which let, by acquiring the necessary professional and personal skills, to give an impetus to the development of the human resources potential of the general education system. The data, which is presented in this article, will be interesting to the directors of educational organizations, the employees of education management bodies at all levels, the specialists in the field of education of tutors and directors of schools.

Between Pints and Performances

Abstract German immigrants to the United States in the late 1840s faced isolation and a cultural vacuum. Pockets of community could be found in the traditional German turnvereins (gymnastic clubs or societies) that offered the new German immigrants a warm but culturally insulated haven. The work of George Brosius, one of the leading gymnastic instructors in the American turner movement and director of the Turner's Normal School in Milwaukee, rarely discussed in previous research, contributed to the elevation of the German American Turner societies from a bastion of German culture to a prominent part of American physical culture. This will be shown through his contribution as a gymnastics instructor and later director of the American Turner Union's Normal School in Milwaukee and his work as a coach. We aim to solidify the American-born George Brosius's place among the pantheon of nineteenth-century figures of physical culture.

Opinions of School Directors on Practices in School Develepmont Areas

Etkili okullar, öğrencileri, bedensel, zihinsel ve duygusal yönden geliştirerek, onları gelecekteki rollerine hazırlayan işlevsel özellikleri olan eğitim örgütleridir. Çalışmada, Eskişehir ili Odunpazarı ilçesinde, 2023 Vizyonunda belirtilen okul gelişim alanlarından (akademik, sosyal-sportif ve kültürel, proje ve kurumsal kapasite) en az bir tanesinde öne çıktığı belirlenen örnek okulların ve uygulamalarının analiz edilmesi hedeflenmiştir. Bu bağlamda çalışmaya dört okul müdürü katılmıştır. Bu hedef doğrultusunda belirlenen örnek okulların uygulamaları, okul yöneticisi, öğretmen, öğrenci, aile ve çevre, okul iklimi açısından analiz edilmesi amaçlanmıştır. Bu araştırma, nitel araştırma yöntemine dayalı ve fenomenoloji deseninde kurgulanmıştır. Araştırma verilerinin analizinde içerik analizi tekniği kullanılmıştır. Bu araştırma, elde edilen verilerin kodlanması, temaların bulunması, kodların ve temaların düzenlenmesi, bulguların tanımlanması ve yorumlanması şeklinde dört aşamada analiz edilmiştir. Çalışmada okul müdürleri, okullarında öncelikli olarak öğrenci ve öğretmen mutluluğu ve memnuniyetini temel aldıklarını, genel olarak paydaşların büyük çoğunluğunun okulda mutlu olduklarını ifade etmişlerdir. Okul müdürleri karar alma sürecinde ise tüm paydaşları süreçlere dahil ettiklerini, toplantılarda katılımcı yönetim anlayışını benimsediklerini, paydaşlara her türlü görüşü açıklama fırsatı sunduklarını belirtmişlerdir. Öğrenci gelişimi teması altında sınav, yarışma, öğretim etkinlikleri, sosyal, sportif ve kültürel etkinlik kodlarının sık sık tekrarlandığı görülmüştür. Öğrencilerden beklentiler teması altında milli ve manevi değerleri benimseme, Türkçeyi etkin kullanma, nitelikli öğrenci davranışları gösterme kodları sıklıkla kullanılmıştır. Okul iklimi uygulamaları teması altında, güvenilir çevre, açık ve şeffaf yönetim, adil yönetim kodları öne çıkmıştır. Okulların fiziki şartları ve donanımları, öğrencilerin sosyal-sportif-kültürel ve sanatsal etkinlikleri sıklıkla yapabileceği hale getirilebilir. Okul binasının bahçesi, derslikleri, rengi vb. öğrenci ihtiyaç ve beklentilerine göre projelendirilebilir.

Combating the Coronavirus Pandemic in Small Schools

Due to the COVID-19 pandemic, the issue of distance education in primary schools has become a much-discussed topic. It is therefore no surprise that the issues related to it have come to the forefront of many researchers. There is, however, at least one group that has stayed relatively unnoticed, and it is so-called small schools. Thus, we conducted a qualitative study based on the phenomenological approach, searching for answers to our research question: What has been the experience of the directors of small schools with distance education during the pandemic? Our findings offer an in-depth insight into the life of six schools through the eyes of their directors. Semi-structural interviews with school directors helped us reveal three key factors that, in our opinion, had the greatest influence on the form of distance education. These are (1) the factor of ICT competence of all actors, (2) the factor of organization of educational settings, and (3) the factor of the teaching methods and forms used in education. Furthermore, we conclude the result section with a subchapter that captures the positive aspects of distance education as perceived by the addressed school directors.

Pediatric Emergency Medicine Ultrasound Fellowship Programs.

Director, Pediatric Emergency Ultrasound Massachusetts General Hospital Harvard Medical School Director, Pediatric Emergency Ultrasound Children’s Healthcare of Atlanta Emory University School of Medicine